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파이넥스 슬래그 미분말을 혼합한 시멘트 페이스트의 유동특성
이근재,변승호,송종택,Lee, Keun-Jae,Byun, Seung-Ho,Song, Jong-Taek 한국세라믹학회 2009 한국세라믹학회지 Vol.46 No.6
In this study, rheological properties of cement pastes containing ground Finex-slag (4000, 6000, 7000 c$m^2$/g) were investigated bymini-flow test and coaxial cylinder viscometer. And also blast furnace slag(4000, 6000, 7000 c$m^2$/g) were used for comparison. According to the experimental results, Finex-slag and blast furnace slag showed very similar trend in the rheological properties of the cement pastes. The fluidity of cement pastes blended Finex-slag and blast furnace slag powder were improved by high replacement ratio. In the relationship of plastic viscosity and yield stress appeared the tendency of the proportion greatly. And in the relationship of plastic viscosity, yield stress and mini-flow appeared the tendency of the inverse proportion.
이근재 부산교육대학교 초등교육연구소 2003 초등교육연구 Vol.18 No.-
We all have assumptions about the nature of childhood education. We commonly assume, for example, that childhood education is in our hands-that children become what we make them. We think it is our job to teach them, to correct their mistake, to provide good model, and to motivate them to learn. Such view is reasonable enough, But we make many mistakes childhood education in Korea. We emphasis on knowledge in cognitive domain in our education system. Teachers are pressed with miscellaneous business in a primary school. Students are lacking in historical view in primary education. In recent year, many scholars in the Korean society have called for major reforms in education.
李根宰 釜山敎育大學 1981 부산교육대학 논문집 Vol.17 No.1
Problems The purpose of the present study was to investigate the influence of ego influence of ego identity upon the creativity. Ego identity undertaken in this study was composed of physical self, moral ethical self, personal self, family self and social self. Creativity was composed of fluency, flexibility originality, elaboration, organization and openness. The specific problems to be investigated I this study were as follows: 1. What is the kind of relationship between ego identity and creativity? 2. Does ego identity effect upon the foctors of creativity? 3. Are there any difference in ego identity between male and female Hypotheses The following hypotheses were drawn to be tested: 1. The levels of ego identity effect upon the factors of creativity. 2. There are significant difference in their ego identity between male and female. Method 1. Instruments a. Creativity Test: Creativity test constructed by Chung, Won Shik and Lee, Young Dug was used as creativity assessment measure. b. Ego identity Test; Self concept test construdted by Chung, won shik used as ego identity assessment measure 2. Subjects A total of 181 students of first grade drawn from K College, Busan City praticipated in this study. Results The following results were seen to be warranted. 1. It was reveled that there are significant difference between the high and low levels of egoidentity group (p<0.05) 2. There was no significant difference found between male and female in their egoidentity measure (p>0.05)
認知發達 理論에서 反省的 抽象化와 經驗的 推象化의 의미
李根宰 釜山敎育大學 1986 부산교육대학 논문집 Vol.22 No.1
The purpose of this study is to clarify the meaning of reflexive abstraction and empirical abstraction in the theory of cognitive development and to provide some new direction to interpretation and application. The Piagetian position on cognitive development parallels that of biological development by arguing from a middle-ground, interaction position. These phenomena from the biological development are dynamic examples of the process of self regulation or equilibration. Piagetian demonstrated this link between reconstructing or reordering on the biological level and cognitive of thinking level. Piaget distinguishes between two types of abstraction: empirical and reflexive. Reflexive abstraction is one of the mechanism of cognitive development, that is, a means by which such constauction take place. In addition, reflexive abstraction is one of the aspects of the key force in cognitive development: the process of equilibration. In empirical abstraction, information is drawn from objects through observation. In other word, information is drawn from an exogeneous(extrinsic) or external source. Reflexive abstraction is another term for logicomathematical knowing which is of necessity constructive and endogenous. Reflexive abstraction does not replace empirical abstraction, but frames it from the start and then goes infinitely beyond it. An understanding of reflexive abstraction is not complete until one considers the meaning of conflict and contradiction in Piaget's theory. For Piaget, contradictions are created by an incomplete or a lack of compensation between the position and negative characteristics of reality. The search for the meaning of empirical abstraction has lead us to the source of contraction. A majors source is the reguest for the child to anticipate the outcome of an event in learning.